Against the domination of calculation

Critical pedagogy and living thought in the Algorithmic Age

Abstract

The essay explores the epistemological and pedagogical implications of artificial intelligence, understood not as a mere technical tool but as a hermeneutic figure of contemporaneity. In the age of computation—where knowledge risks being reduced to operational protocol—it advances a philosophy of education capable of resisting performative logic and restoring centrality to questioning, wonder, and error. Through dialogue with thinkers such as Heidegger, Morin, and Gadamer, education is reimagined as an exercise in epistemic freedom, irreducible to functional competence. Within this framework, pedagogy becomes a space of symbolic elaboration, an act of resistance to algorithmic standardization, and a laboratory of meaning for a vision of human formation beyond functionalism.